During the last decade significant changes occurred in the way we teach and assess learning. Both the National Science Education Standards (National Research Council, 1996) and the suggestions from Benchmarks from Scientific Literacy (American Association for the Advancement of Science, 1993) stressed the need for higher order teaching and assessment. This article gives science teachers a basis for an assessment system that includes appropriate, standards-based, paper-and-pencil tests.
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Type Journal ArticlePub Date 2/1/2002Stock # tst02_069_02_46Volume 069Issue 02